Ijsrp p91116 PDF

International Journal of Scientific and Research Publications, Volume 9, Issue 7, July 2019 891
ISSN 2250-3153
Effectiveness of Small Group Instruction in Improving

the Reading Skills of Grade Six Pupils: Basis for a
Reading Intervention Program
Trixie E. Cubillas*and Razeliza P. Ventura**
* Caraga State University, Ampayon Campus, Butuan City, Philippines

**Department of Education, Butuan Central Elementary School, Butuan City, Philippines
**
DOI: 10.29322/IJSRP.9.07.2019.p91116
http://dx.doi.org/10.29322/IJSRP.9.07.2019.p91116
Abstract
The study aimed to determine the effectiveness of small group instruction as a reading intervention strategy to develop the reading
performance of the Grade 6 pupils. It utilized the quasi-experimental design specifically, one group pre-test posttest design. The study
used Revised Phil-IRI Group Screening Test as the baseline in determining the participants of the reading intervention which highlighted
the use of small group instruction. Graded Passages Pre-Test and Posttest was employed to identify whether the use of the intervention
strategy used was effective. The study hypothesized that there is no significant difference between the performance of the participants
in the PHIL-IRI Graded Passages Pre-Test and Posttest. There were 26 participants of the study who took the graded passages tests.
They were grouped according to their actual reading profile. They were given reading remediation according to their capability. Results
show that in terms of the reading performance in word recognition and comprehension, grade 6 pupils with grade 3 reading level have
improved after the conduct of small group instruction. The same result was found with the grade 6 pupils with grades 4 and 5 reading
levels. Further, evidence show that the reading intervention strategy employed, was effective. Thus, it is recommended that a reading
intervention program which highlighted the use of small group instruction will be used by teachers to improve the reading performance
of their pupils.
Index Terms
comprehension, PHIL-IRI, reading intervention program, reading performance, small group instruction
I. INTRODUCTION
Reading is performed for both pleasure and information. Reading skills are important for the individuals since they foster
comprehension in texts or symbols. If students do not have knowledge of reading skills, they cannot be expected to be successful readers.
Thus, they cannot achieve as well the level of comprehension required to pass exams in their own departments (Kaya, 2015).
Reading is not just translating and decoding text into sounds and spoken words. It definitely includes understanding of the texts
called comprehension. Reading comprehension involves taking what was just read and deriving meaning from those words. In simpler
terms, reading comprehension is the ability to read, understand, process, and recall what was just read (Rutzler, 2017).
For an individual to survive in today’s world, it is a requirement for him to know how to read with understanding. He should be
capable of understanding simple text such as transportation documents which includes travel directions and road instructions, bills, and
contracts. The effect of not being able to comprehend could be disastrous like in the case of understanding the instructions on a bottle
of medicine or chemical warnings (Lastrella in Umali 2012).
With the ability to comprehend a text, people are able not only to live safely and productively, but also to continue to develop
socially, emotionally, and intellectually (Umali, 2012).
According to McNamara (2007), comprehension is not always effortless and fast. When beginning readers struggle over
individual words, reading is slowed to a near halt and deeper levels of comprehension are seriously compromised. Hence, word
recognition can significantly affect reading comprehension. In addition, Blachmann as mentioned by Denton & Otaiba (2015) pined that
at the most basic level, beginning readers must become aware of individual sounds and groupings of sounds within the oral speech
stream. Spoken language consists of words composed of syllables that are in turn composed of individual sounds; however, when a
person listens to oral speech, these words and word parts tend to run together. The beginning reader must become aware that oral
language is made up of these components, a competency commonly referred to as phonological awareness.
In recent years, there has been an increased focus on reading instruction in primary, secondary, and higher education (Lei cited
by Cekiso 2012). Literature has shown that comprehension strategy instruction, including multiple reading strategies, have been justified
in being beneficial to helping learners become strategic readers and improve their reading comprehension (Klapwijk as cited in Cekiso,
http://dx.doi.org/10.29322/IJSRP.9.07.2019.p91116 www.ijsrp.org
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2012). Thus, it is necessary for teachers to provide learners with a reading strategy instruction that can help them become strategic
readers.
It is on these foregoing premises that the researcher aimed to determine the effectiveness of a small group instruction which
intends to improve the reading performance of the pupils and the results of which may serve as basis in designing a sound reading
intervention program.
Research Framework
Pupils’ Performance in Graded

Pupils’ Performance in
Passages
* Group Screening Test Reading Intervention
(Posttest)
* Graded Passages Program
(Pre-test) *Pupil’s Appreciation of Small
Group Instruction
Small Group Instruction
Figure 1: Schematic Diagram of the Study
Objectives of the Study

This study aimed to determine the effectiveness of small group instruction as a reading intervention strategy to develop the
reading performance of the Grade 6 pupils. Specifically, it sought to achieve the following objectives.
1. To determine the level of pupils’ reading performance in terms of:
1.1 Phil-IRI Group Screening Test; and
1.2 Phil-IRI Graded Passages before (pre-test) and after (posttest) the Small Group Instruction
2. To ascertain whether there is significant difference between the pre-test and posttest scores
3. To determine the level of pupils’ appreciation to the small group instruction; and
4. To craft a reading intervention program.
Hypothesis
This null hypothesis is presented based on the result testes at 0.01 level of significance.
Ho1: There is no significant difference in the pupils’ reading performance before and after the small group instruction.
II. METHODOLOGY
Research Design
This study utilized the quasi-experimental design, specifically, one group pre-test posttest design. The study used the Revised
Phil-IRI Group Screening Test as its baseline in determining the participants of the reading intervention which was the small group
instruction.
Sampling Design
The study employed the non-probability sampling technique particularly purposive sampling. The participants were chosen
based on the Phil-IRI Group Screening Test. There were twenty-six (26) participants in this study wherein majority are female with 16
respondents or 62 % and 10 male respondents or 28% of the participants’ population
Data Gathering Procedure

In the initial phase of the study, the researcher sought permission from the Public Schools District Supervisor, school principal,
and head teacher was sought for the conduct the study. After the permission was granted, the researcher who at the same time a Grade
6 English teacher conducted the Phil-IRI Group Screening Test (STAGE 1) in her classes. Those pupils who scored 13 and below in the
Test took the Graded Passages Pre-Test (STAGE 2) Individual Administration. The Word Recognition Scores of the pupils were
identified. The teacher took note of the miscues of the pupil while reading the passage. The following miscues as described are noted.
These were the mispronunciations, omissions, added words, substitutions, repetitions, insertions, and reversals. Aside from the word
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recognition, the pupils’ level of comprehension were also analyzed based on the pupils’ answer after reading the passage. The grade
level in which the pupil can register frustration, instructional, and independent level was recorded.
In the administration of the Phil-IRI Graded Passages (Pre-Test), Stage 2, the researcher was provided with four parallel sets
(SETS A to D) from the Phil-IRI Manual that she can choose from. This stage of reading assessment further gave the teacher information
not just on the weakness of the child in reading but also his or her strengths. It was conducted with the Oral Reading Test.
Also, using the graded passages, the teacher identified the grade level in which the pupil can register independent, instructional and
frustration level as his or her reading profile. This aided the teacher in designing reading remediation activities that are suitable for
developing the pupil’s reading skills. Further, this served also as guide for the teacher in choosing instructional materials that would
address the needs of the pupil in developing his reading comprehension.
The first passage that the pupil had read aloud depended on the pupil’s raw score. If the pupil’s raw score in the GST is 0-7, he
or she must be given a passage that is 3 grade levels below his or her current level. If the pupil’s raw score in GST is 8-13, he must be
given a passage that is 2 grades below his current level. Thus, if Pupil A is a Grade Six pupil and scores 6/20 in the GST, he or she must
be given a passage at the 3rd grade level. If he or she scores 9/20 in the GST, he or she must be given passage from the 4th grade level.
In the case of the participants of this study, all of the 26 pupils had score from 8 to 13 in the GST. Hence, the first graded passage
introduced was the Grade 4 level.
Since in this stage the teacher already determined the grade level in which the pupil can register his or her reading profile in
independent, instructional and frustration level, it is expected that the pupil has read two or more passages and answered the questions
that follow. The number of passages the pupil has read was dependent on the result of each test. In finding the independent level of the
pupil’s reading profile, the teacher gave a selection that was one lower level than the given selection until the pupil registered
performance at 97%-100% in the word recognition and 80%-100% in comprehension. In finding the frustration level, the teacher gave
a selection that was one higher level than the level in which the child has registered instructional level until the pupil registered the
performance at 89% and below for the word recognition and 58% and below for the comprehension. This is important in order for the
teacher to know the kind of reading material that the pupil is already able to perform well in. Once all the data which can be used to
describe the pupil’s reading performance were gathered, the teacher designed an intervention program and choose instructional materials
to address the needs of the pupils in improving their reading performance.
After getting the reading profile of the pupils in terms of word recognition and comprehension, the researcher then proceeded
the employment of the reading remediation (STAGE 3) which was through small group instruction. The teacher used the Developing
Reading Power Books issued by the Department of Education. It has reading passages and comprehension checkup questions for
exercises.
Prior to actual reading, the vocabulary development was undertaken first. Motivation and motive question were also given to
prepare the pupil in the selection. The schema (prior knowledge of the pupil on the subject) was activated to prepare the pupil in
interacting with the text. The first two steps were done through small group instruction to develop learning through socialization and
interaction. The teacher employed varied teaching techniques in improving the pupils’ reading comprehension. Explicit teaching as a
strategy in improving the reading comprehension was delivered. This means that the teachers read the difficult words first and the pupil
took his or her turn in reading the terms. Then, the teacher read the entire text followed by the pupil. This was designed to attain oral
fluency in order to help the pupil to give less effort in the word recognition and give full attention in connecting the meaning of the
words in the context thus attaining comprehension of the text. As soon as the oral fluency of the pupil progresses, the teacher asked the
pupil to read the text by himself or herself without the modelling of the teacher. Pupils were also asked to read aloud and in some other
time individually. After the reading activity, the pupils were asked to answer comprehension check-up questions. During the checking,
some questions were discussed and the teacher added questions that activate the higher order thinking skills of the pupils. The reading
remediation lasted for two and a half months.
Graded Passages Posttest (STAGE 4) was then administered at the last quarter of the school year. There were four parallel sets
of Graded Passages. The results of Graded Passages Pre-Test and Posttest were compared to monitor the progress of the pupils.
After taking the Graded Passages Posttest, the level of pupils’ appreciation on the small group instruction was assessed to identify
whether the pupils had appreciated on the remediation activity that they underwent.
STAGE 1
Initial Screening (PHIL-IRI Group Screening Test (GST) in English) in all Grade 6 Pupils
If Raw Score is < 14: If Raw Score is = or > 14:

-Student undergoes further assessment -Student continues receiving classroom instruction
-No need to undergo further testing
-No need for reading remediation
STAGE 2
DISCONTINUE
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Administration of the Phil-IRI

Graded Passages
(Individual Administration)
Oral Reading English-Word Recognition is Identified
Administration of the Phil-IRI Listening Pre-Test

for English
Administration of the Phil-IRI Pre-Test
Silent Reading English (Comprehension is
ascertained)
(Optional for Readers; Not to be Administered for Non-
Readers)
STAGE 3
Provision of Reading Intervention-Small Group Instruction
2nd & 3rd STAGE 4

QTR
Administration of the Phil-IRI Posttest (English)

4th QTR and Survey on the Appreciation of Pupils on the Intervention (Small Group Instruction)
(Feb-
March)
Figure 2. Stages of the Revised Phil-IRI Administration
III. RESULTS
Problem 1: The Level of Reading Performance of Pupils in terms of:
1.1 PHIL-IRI Group Screening Test
Table 1Frequency Distribution of the Reading Performance of Grade 6 Pupils
in PHIL-IRI Group Screening Test
Reading Level F %
At grade 6 level 54 67.50
Below level: 9 11.25
Grade 5
Below level: 5 6.25
Grade 4
Below Level : 12 15.00
Grade 3
Total 80 100
As gleaned in the table, the results of the Group Screening Test, 54 pupils are at their expected level –grade 6 while 12 of them
are at below level-grade 3, 5 are at below level-grade 4 and 9 of them are at below level-grade 5. This means that most of the pupils are
at the grade-appropriate level while 26 of them still need intervention.
The Anne Casey Foundation (2010) explained that the ability to read in the elementary grade is critical to a child’s success in
school, life-long learning potential and their ability to contribute to the nation’s economy and its security. Children can succeed at
advancing to a higher grade reading level if policymakers focus on school readiness, school attendance, summer learning, family support
and high-quality teaching.
Table 2 shows that during pre-test, out of 12 pupils who were given Grade 3 level reading material, 2 or 16.7 % of them are in
instructional level and 10 or 83.3 % of them are in independent level. After the intervention, 12 or 100% are already registered in grade
5 independent level. This shows that the small group instruction has greatly improved the reading skill of the Grade 6 pupils with grade
3 reading level in terms of word recognition.
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1.2 Graded Passages Before and After Small Group Instruction

Table 2.Pretest and Postest Performance of Grade 6 Pupils with Grade 3 Reading Level in terms of Word Recognition
Grade Level Frustration Instructional Independent
Reading Test
Pretest Posttest Pretest Posttest Pretest Posttest
f % f % F %f F % f % f %
Grade 3 2 16.7 10 83.3
Grade 4
Grade 5 12 100
This is supported by Tyner as mentioned by Wilson (2012) that beginning readers benefit most from being taught explicit skills
during intensive group discussion. The small-group differentiated reading model enables teachers to focus on specific skills. By
integrating strategy instruction into word-study lessons and engaging students into guided practice to use what they have learned,
educators support pupils’ early literacy learning. In addition, Li and Creamer in Wilson (2012) posited that active responses during small
group reading instruction increase student engagement and motivation to participate. Children actively create multiple words to
demonstrate their understanding of words.
Table 3. Pre-test and Posttest Performance of Grade 6 Pupils with Grade 3 Reading Level in terms of Comprehension
Reading Test
f % f % F %f F % f % f %
Grade 3 3 25 9 75
Grade 4
Grade 5 2 16.7 2 16.7 8 66.7
As displayed in the table, 3 or 25 % of the pupils are in frustration level, and 9 or 75 % are in the instructional level. After
employing the intervention, 2 or 16.7% are registered in grade 5 frustration level, another 2 or 16.7% are in instructional and 8 or 66.7%
are registered in grade 5 independent level. This suggests that the reading performance of grade 6 pupils with grade 3 reading level has
greatly improved after the conduct of the small group instruction.
This result is supported by Wasik as mentioned by Wilson (2012) that with five or fewer children in a group, teachers can focus
needed attention on individual children and make sure that each child has opportunities to participate. Additionally, small-group time
enables children to have high-quality interaction with teachers.
Teachers are able to observe pupils as they are learning and modify instruction, clarify misconception, and discuss material to
meet the specific learning needs of each child in a small group. Each group receives high-quality reading instruction and children can
be engaged in meaningful tasks that are related to specific instructional level according to Kiley mentioned by Wilson (2012).
Table 4Pretest and Posttest Performance of Pupils in Grade 4 Reading Level in terms of Word Recognition
Reading Test
f % f % F %f F % F % f %
Grade4 3 60.00 2 40.00
Grade 5 5 100
As gleaned in the table, in terms of word recognition during pretest, 3 or 60% of the pupils with grade 4 reading level were in
the instructional level while 2 or 40% of them were registered in the independent level. During posttest, 5 or 100% of the pupils were
already in the grade 5 independent level.
This means that the reading performance of the grade 6 pupils with grade 4 reading level has improved after the conduct of
small group discussion. In connection to the foregoing result, Moore (2000) posited that word recognition skill such as vocabulary
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knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level. While significant, fluency
effects diminish over grades, especially in the later grades.
As shown in table 5, in terms of comprehension during pretest, 4 or 80% of the pupils are in frustration level while 1 or 20%
is in the instructional level. However, after the conduct of small group instruction, 5 or 100% of them are already in grade 5 independent
level. This means that in terms of the reading performance particularly comprehension, the grade 6 pupils with grade 4 reading level has
improved after the conduct of small group discussion
Table 5.Pre-test and Posttest Performance of Grade 6 Pupils in Grade 4 Reading Level in terms of Comprehension
Reading Test
f % f % F %f F % F % f %f
Grade4 4 80 1 20
Grade 5 5 100
The result above is in consonance with the Early Warning Executive Summary Report in The Anne Casey Foundation (2013)
in which the assessment report affirmed that reading proficiency is crucial for continued academic success and to break the cycle of
intergenerational poverty, and the key factors in addressing the problem. The knowledge base continues to grow. And with each new
finding, one may gain more insight, resources and confidence for the challenge of helping more children, especially those from low-
income families, read at their expected grade level by the end of the school year.
Table 6. Reading Performance of Grade 6 Pupils with Grade 5 Reading Level in terms of Word Recognition
Test Frustration Instructional Independent
F % f % f % f % F % f %
Grade5 9 100
Grade 6 9 100
As displayed in the table, in terms of word recognition during pretest, 9 or 100% of the pupils in grade 5 reading level are
registered in the frustration level while during posttest, 9 or 100% of the pupils are already in the grade 6 independent level. This means
that in terms of their reading performance particularly word recognition, the grade 6 pupils with grade 5 reading level has improved
after the conduct of small group instruction.
Anent to this result, Chard et.al. in Chaka and Booi-Ncetani (2015) mentioned that fluent oral reading in English is an essential
skill for learners at any level of their learning career. In fact, most language teaching experts agree that efficient and effective word
recognition skills are a sine qua non for becoming a successful reader.
In addition to the foregoing claim, word recognition is important in order for the learner to understand the text that he or she is
reading. According to Granville in Chaka & Booi- Ncetani (2015), the meaning resides unproblematically in the text and the reader
simply has to discover it as it is fixed and determined. The pupil therefore should master the mechanical reading skills such as word
recognition, decoding, phonics, and reading aloud.
Table 7.Pretest and Posttest Performance of Grade 6 Pupils with Grade 5 Reading Level in terms of Comprehension
Grade Frustration Instructional Independent
Level
Reading Pretest Posttest Pretest Posttest Pretest Posttest
Test
F % f % f % F % F % f %
Grade 5 9 100 1 11.1 5 55.56
Grade 6 3 33.33
As seen in the table, in terms of comprehension during pretest, 9 or 100% of the pupils in Grade 5 reading level are registered
in the frustration level while during posttest, 1 or 11.1% of the pupils belongs to the instructional level and 5 or 55.56% of the pupils
are already in the grade 5 independent level and 3 or 33.33% are registered in the grade 6 independent level. This means that in terms
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of reading comprehension, the grade 6 pupils with grade 5 reading level’s performance has improved after the conduct of small group
discussion.
The result above is in accordance to the findings of the study Perfetti and Hogaboam (2019) entitled Relationship between
single word decoding and reading comprehension skills. It was found out thatunskilled comprehenders may have failed to develop
automatic decoding skills and that this failure may lead to diminished comprehension skills sharing a common processing capacity
with non-automatic decoding.
Problem 3: Significant Difference between Pretest and Posttest Results of the Grade 6 Pupils’ Reading Performance
Table 8. Paired t-test between Pretest and Posttest Scores of Grade 6 Pupils with Grade 3 Reading Level
Test Mean SD t p-value
Pretest 10.91 1.375 3.546** 0.005
Posttest 13.09 2.119
**significant at p<.01
It can be gleaned from the data that the analysis yielded t-value of 3.546 at p=0.005, indicating a very significant difference of
the scores. Thus, the null hypothesis is rejected. This means that there is a significant difference between the pretest and posttest scores
of the pupils. Thus, the reading level of 6 pupils with Grade 3 reading level has significantly improved. The result also suggests that
small group instruction is effective as a reading intervention strategy.
The result is supported by Amendum, et. al, in Wilson (2012) who posited that through social interaction and small-group
learning activities, children begin to integrate and control specific knowledge and skills gradually, as they participate in meaningful,
hands-on practice of those skills. Small-group reading instruction allows for this to happen with ease. Reading and literacy lessons
provide a social context in which teachers and students meet and closely interact.
Table 9. Paired t-test between Pre-test and Posttest Scores of Grade 6 Pupils with Grade 4 Reading Level
Mean SD t-value p-value

Post GST Score 15.2000 .83666
Pre GST Score 11.4000 1.51658 6.517** 0.003**
**significant at p<0.01
The paired t-test between the pretest and posttest scores of the grade 6 pupils with grade 4 reading level resulted with a t-value
of 6.517 at p=0.003. Since the p-value is greater than the 0.05 level of significance set for analysis, the null hypothesis is rejected. This
means that there is a significant difference between the pre-test and posttest scores of the pupils. Thus, the reading level of 6 pupils
with grade 4 reading level has improved. The result also suggests that small group instruction is effective as a reading intervention
strategy.
The foregoing result is backed by Tyner in Wilson (2012) who posited that small group differentiated reading model enables
the teachers to focus specific skills needed by varied groups of children. Allington in Wilson (2012) also added that struggling readers
are often asked to read text that is far more difficult for them to read than the texts their better reading peers are assigned. Hence, small
group instruction is an avenue for these struggling pupils to improve their reading performance.
Table 10. Paired t-test between Pretest and Posttest Scores of Grade 6 Pupils with Grade 5 Reading Level
Mean SD t-value p-value

Post GST Score 14.556 1.878
Pre GST Score 11.444 1.235 5.776** 0.000
**significant at p<0.01
It can be noted that the t-value obtained is 5.776 at p=0.000 indicating very significant difference between the pretest and
posttest scores. Thus, the null hypothesis is rejected.
This finding reveals that the pupils were able to raise their scores after the intervention. Thus it can be said that the intervention
was effective in its objective to improve the reading performance of the pupils.
In connection to the result above, Foorman and Torgesen (2002) found out from an evidence‐based research that there is a
dramatic reductions in the incidence of reading failure when explicit instruction in phonemic awareness and phonemic decoding skills,
fluency in word recognition and text processing, construction of meaning, vocabulary, spelling, and writing components are provided
by the classroom teacher. To address the needs of children most at risk of reading failure, the same instructional components are relevant
but they need to be made more explicit and comprehensive, more intensive, and more supportive in small‐group or one‐on‐one formats.
The argument is made that by coordinating research evidence from effective classroom reading instruction with effective small‐group
and one‐on‐one reading instruction, one can meet the literacy needs of all children.
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Problem 5: Level of Grade 6 Pupils’ Appreciation on Small Group Instruction
As presented on the table, indicators 8 and 9 which state that the pupil can improve his or her diction in reading since they
(with group mates) are asked to read in a small group or individually and he or she prefers to be in a small group when doing reading
activities and answering reading exercises got the highest rating of 4.58 described as strongly agree.
Table 11. Mean Distribution of the Responses on the Level of Pupils’ Appreciation to Small Group Instruction
Indicators Mean VD
1. I enjoy doing reading activities when I am in a small group. 4.54 Strongly Agree
2. I can concentrate in doing reading activities in a small group. 3.81 Agree
3. I learn more in small group since my classmates can share their ideas
with respect to the topic. 4.46 Strongly Agree
4. I get the chance to share my idea with my groupmates 4.38 Strongly Agree
5. I can best interact with my teacher and classmates in reading activities
and materials when I am in a small group. 4.15 Agree
6. I am more prepared in reading when the teacher asks questions about
the topic being read when I am in a small group 4.27 Strongly Agree
7. I can improve my vocabulary through reading in a small group since we
are sometimes asked to define the word in our own words. 4.46 Strongly Agree
8. I can improve my diction in reading since we are asked to read in a small
group or individually. 4.58 Strongly Agree
9. I prefer to be in a small group when doing reading activities and
answering reading exercises. 4.58 Strongly Agree
10. The reading materials given in a small group are appropriate to my
reading capacity. 4.50 Strongly Agree
Overall 4.37 Strongly Agree
Range of Means: 1.00-1.80 (Strongly Disagree); 1.81- 2.60 (Disagree); 2.61-3.40 (Uncertain); 3.41-4.20 (Agree); 4.21-5.00 (Strongly Agree)
On the other hand, the indicator 2 which states that the pupil can concentrate in doing reading activities in a small group got
the lowest mean of 3.81 which signifies that the pupil still agree with the statement. The overall weighted mean of the level of pupils’
appreciation to SGI is 4.37 which means that the pupils strongly agree with the statement. Thus, they outstandingly appreciate the small
group instruction. This also suggests that the pupils realized the advantages of being in a small group and that they somehow
acknowledge the improvement of their reading performance which brought about by their participation in the small group instruction.
With regards to the result above, Hughes and Moody as cited in Young (2008) found in their a meta-analytic review that
students in small groups or in peer tutoring made impressive gains in decoding, suggesting that small group instruction may be as
effective as individual tutoring. Peer tutoring, they pointed out, can be used with an entire class (e.g., classwide peer tutoring), limiting
the amount of teacher time and resources needed.
Realizing the effects of small group instruction, National Research Council (2010) explained that stumbling obstacles such as
absence or loss of motivation and failure to develop deep appreciation to the rewards of reading activity should be minimized if not
eradicated in reading classes since these will forfeit the aims to improve the reading competence of the learners.
Problem 4: The Reading Intervention Program

The findings of the study indicate that a reading intervention program if effectively implemented, can improve the pupils’
reading performance. Attached is the proposed reading intervention program for the Grade 6 pupils whose reading levels are in grades
3-5.
LOCALIZED READING INTERVENTION PROGRAM
Rationale
Excellent reading skill is exceptionally indispensable in the diverse learning areas. It is a paramount avenue of an individual
in acquiring basic knowledge and life skills. It allows the pupil to access the breadth of curriculum. Further, the pupil’s language
and communication skills are greatly harnessed through skillful reading. Posing these, a pupil can likewise develop self-confidence.
Thus, developing the reading skills both in word recognition and comprehension must be given due attention by the educators.
Annually, the Philippine Informal Reading Inventory is conducted to assess the reading level of the school children. Data
show that there are pupils whose reading level is below from the grade level that they are in. It remains to be a challenge to the
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classroom teachers on how to help these pupils attain good reading skills. To address this concern, reading intervention must be
effectively done.
Based on researches, small group instruction is an effective strategy to respond to the pupils’ difficulty in reading. In this
strategy, the teacher can employ varied teaching techniques to carry out small group instruction. To mention, he can administer
brainstorming, think pair and share, and cooperative learning activities. Pupils may be allowed to read aloud or silently, in a group
or individually. Vocabulary-building can also be achieved through unlocking of difficulties. With this strategy, the pupil is given
intervention based on his reading level with his classmates who belong to the same level. He will be given appropriate reading
materials which can easily activate his schema making him ready to interact with the text.
Objective: To improve the reading performance of Grade 6 Pupils with Grade 3 Reading Level
through Small Group Instruction
PROGRAMME MATRIX for Grade 3 Reading Level
Activities Persons Time Frame Materials Needed Source of Fund Performance Indicator
Involved
Conduct of School Reading June Printed Materials for School MOOE 100% of the Pupils had taken the
Group Coordinator, Group Screening Test Group Screening Test for Grade Six
Screening Test in English
Teacher, Pupils
Conduct of School Reading July Printed Materials for School MOOE 100% of the Pupils who scored 0-13
Graded Coordinator, Graded Passages Pre-Test in the Group Screening Test had
Passages Pre- taken the Graded Passages Pre-Test
Test Teacher, Pupils
Conduct of Teacher, Pupils August CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended the
Reading from the Developing School MOOE Reading Intervention through Small
Intervention (Monday and Reading Power 3, Group Instruction and had answered
Program Tuesdays) 80% of the reading exercises
through Small Skill A Noting Details
Group Exercises 9-24
Instruction
Teacher, Pupils September CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended the
(Explicit from the Developing School MOOE Reading Intervention through Small
Teaching) (Monday and Reading Power 3, Group Instruction and had answered
Tuesdays) 80% of the reading exercises
Skill A Noting Details
Exercises 25-40
Conduct of Teacher, Pupils October CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended the
Intervention (Monday and Reading Power 3, Group Instruction and had answered
through Small Skill B Getting the
Group Significance of a
Instruction Selection Exercises 1-12
(Think, Pair,
and Share)
Conduct of Teacher, Pupils November CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended the
Intervention Week 1 &2 Reading Power 3, Skill B Group Instruction and had answered
Program Getting the Significance 80% of the reading exercises
through Small (Monday and of a Selection Exercises
Group Tuesdays)
Instruction 13-20
(Brainstorming Teacher, Pupils November CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended the
) from the Developing School MOOE Reading Intervention through Small
Week 3 &4 Reading Power 3, Group Instruction and had answered
80% of the reading exercises
(Monday and Skill C Predicting
Tuesdays) Outcome of a Given
Event and Making
Inferences Exercises 1-8
ISSN 2250-3153
Conduct of Teacher, Pupils December CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended the
Intervention Week 1 &2 Reading Power 3, Group Instruction and had answered
Program 80% of the reading exercises
through Small (Monday and Skill C Predicting
Group Tuesdays) Outcome of a Given
Instruction Event and Making
(Cooperative
Learning)
Conduct of Teacher, Pupils January CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended the
Intervention (Monday & Reading Power 3, Group Instruction and had answered
through Small Skill D Reading to Follow
Group Precise Instruction
Instruction Exercise
(Independent
Reading)
Conduct of Teacher, Pupils February Printed Materials on School MOOE 100% of the Pupils had taken the
Phil-IRI Graded Passages Post- Graded passages and had improved
Graded Test their reading skills.
Passages Post
Test
Objective: To improve the reading performance of Grade 6 Pupils with Grade 4 Reading Level through Small Group Instruction
Involved
Group Coordinator, Group Screening Test Group Screening Test for Grade
Screening Test Six in English
Teacher, Pupils
Conduct of School Reading July Printed Materials for School MOOE 100% of the Pupils who scored 0-
Graded Coordinator, Graded Passages Pre- 13 in the Group Screening Test
Passages Pre- Test had taken the Graded Passages
Test Teacher, Pupils Pre-Test
Teacher, Pupils August CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
from the Developing School MOOE the Reading Intervention through
Conduct (Wednesdays) Reading Power 4, Small Group Instruction and had
Reading answered 80% of the reading
Invention Skill A Noting Details exercises
Program Exercises 9-24
through Small
Group Teacher, Pupils September CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Instruction from the Developing School MOOE the Reading Intervention through
(Wednesdays) Reading Power 4, Small Group Instruction and had
(Explicit answered 80% of the reading
Teaching) Skill A Noting Details exercises
Exercises 25-40
Conduct of Teacher, Pupils October CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Reading from the Developing School MOOE the Reading Intervention through
Intervention (Wednesdays) Reading Power 4, Small Group Instruction and had
Program answered 80% of the reading
through Small Skill B Getting the exercises
Instruction Selection Exercises 1-12
(Think, Pair,
and Share)
Conduct of Teacher, Pupils November CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Reading from the Developing the Reading Intervention through
ISSN 2250-3153
Intervention Week 1 & 2 Reading Power 4, School MOOE Small Group Instruction and had
through Small (Wednesdays) Skill B Getting the exercises
Instruction Selection Exercises
(Brainstormin 13-20
g)
Teacher, Pupils November CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Week 3 & 4 Reading Power 4, Small Group Instruction and had
answered 80% of the reading
(Wednesdays) Skill C Predicting exercises
Outcome of a Given
Event and Making
Conduct of Teacher, Pupils December CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Intervention Week 1 & 2 Reading Power 5 Small Group Instruction and had
through Small (Wednesdays Skill C Predicting exercises
Group Outcome of a Given
Inferences Exercises 9-
(Cooperative 16
Learning)
Conduct of Teacher, Pupils January CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Intervention (Wednesdays) Reading Power 5, Small Group Instruction and had
through Small Skill D Reading to exercises
Group Follow Precise
Instruction Instruction Exercise
(Independent
Reading)
Phil-IRI Graded Passages Post- Graded passages and had
Graded Test improved their reading skills.
Passages Post
Test
Objective: To improve the reading performance of Grade 6 Pupils with Grade 5 Reading Level through Small Group Instruction
Involved
Group Coordinator, Group Screening Test Group Screening Test for Grade
Screening Test Six in English
Teacher, Pupils
Conduct of School Reading July Printed Materials for School MOOE 100% of the Pupils who scored 0-
Graded Coordinator, Graded Passages Pre- 13 in the Group Screening Test
Passages Pre- Test had taken the Graded Passages
Test Teacher, Pupils Pre-Test
Conduct Teacher, Pupils August CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Invention (Thursdays)) Reading Power 5, Small Group Instruction and had
through Small Skill A Noting Details exercises
Group Exercises 9-24
Instruction
Teacher, Pupils September CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
(Explicit from the Developing the Reading Intervention through
ISSN 2250-3153
Teaching) (Thursdays) Reading Power 5, School MOOE Small Group Instruction and had
Skill A Noting Details exercises
Exercises 25-40
Conduct Teacher, Pupils October CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Invention (Thursdays) Reading Power 5, Small Group Instruction and had
through Small Skill B Getting the exercises
Instruction Selection Ex ercises 1-
12
(Think, Pair,
and Share)
Conduct Teacher, Pupils November CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Invention Week 1 & 2 Reading Power 5, Small Group Instruction and had
through Small (Thursdays) Skill B Getting the exercises
Instruction Selection Exercises
(Brainstormin 13-20
g)
Teacher, Pupils November CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Week 3 & 4 Reading Power 5, Small Group Instruction and had
(Thursdays) Skill C Predicting exercises
Outcome of a Given
Event and Making
Conduct Teacher, Pupils December CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Invention Week 1 & 2 Reading Power 5, Small Group Instruction and had
through Small (Thursdays) Skill C Predicting exercises
Group Outcome of a Given
Inferences Exercises 9-
(Cooperative 16
Learning)
Conduct Teacher, Pupils January CAI/Printed Materials HRPTA Fund, 100% of the Pupils had attended
Invention (Thursdays) Reading Power 5, Small Group Instruction and had
through Small Skill D Reading to exercises
Group Follow Precise
Instruction Instruction Exercise
(Independent
Reading)
Phil-IRI Graded Passages Post- Graded passages and had
Graded Test improved their reading skills.
Passages Post
Test
IV. CONCLUSIONS
ISSN 2250-3153
The central theme of the study is the effectiveness of the small group instruction as an intervention given to pupils who fell
below their expected reading level. Evidence shows that a number of pupils in grade 6 level need reading remediation which as proposed
in this study is the small group instruction.
Before the intervention, it was alarming to note that there were grade six pupils whose reading levels are still in grades 3, 4 and
5. However, after the intervention, the pupils’ reading levels had improved in terms of their reading performance in word recognition
and comprehension.
The participants of the reading intervention activity outstandingly appreciate the small group instruction. The pupils realize the
advantages of being in a small group and they somehow acknowledge the improvement of their reading performance which brought
about by their participation in the small group instruction.
Based on the results of the study, the researcher crafted a reading intervention program which highlighted the use of small
group instruction activities. This program hopes to improve the reading performance of the pupils not just in grade six classes but it can
also be used as basis in designing reading programs for all grade levels as its effectiveness was already confirmed.
REFERENCES
[1] M. Cekiso, 2012, ‘Effects of strategy instruction on the reading comprehension and strategy awareness of Grade 11 English Second Language learners in the Eastern
Cape’, Reading & Writing 3(1), Art. #23, 8 pages. http://dx.doi.org/10.4102/rw.v3i1.23 on April 29, 2019
[2] C. Chaka & Booi-Ncetani. (2015). An Investigation into the English Reading Comprehension of Grade 10 English first additional language learners at a secondary
school. Retrieved from https://rw.org.za/index.php/rw/article/view/62/143 on April 10, 2019
[3] S.Denton & S. Al Otaiba,(2015). Teaching Word Identification to Students with Reading Difficulties and Disabilities. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4299759 on March 20, 2019.
[4] B. Foorman & J. Torgesen (2002). Critical Elements of Classroom and Small‐Group Instruction Promote Reading Success in All Children. Retrieved from
https://doi.org/10.1111/0938-8982.00020. March 5, 2019
[5] E. Kaya (2015). The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students. ÜNİVERSİTEPARK Bülten. 4. 37-51.
10.12973/unibulreading fluency to reading comprehension.Journal of Educational Psychology, 100(2), 310-321.Retrieved from
http://dx.doi.org/10.1037/0022-0663.100.2.310 on April 30, 2019.
[6] D. MacNamara (2007)( PDF) Reading Comprehension Strategies Theories, Interventions. Retrieved from https://www.academia.edu on May 12, 2019.
[7] A. Moore (2000) A Research Reviewof Cognitive Skills, Strategies, And Intervention for Reading Comprehenstion. Retrieved from
http://download.learningrx.com/reading-comprehension-research-paper.pdf on April 5. 2019.
[8] National Research Council (2010). Preparing Teachers: Buidling Evidence for Sound Policy. Washington, DC: The National Academies
Press.https;//doi.org/10.17226/12882.on April 30, 2019.
[9] C. Perfetti & T. Hogaboam (2019). Relationship between single word decoding and reading comprehension skill. Retrieved from
https://psycnet.apa.org/record/1975-30597-001 on March 30, 2019
[10] S. Rutzler (2017). Importance of Reading Comprehension. Retrieved from https://www.mathgenie.com/blog/ importance-of-reading-comprehension on May 2,
2019.
[11] The Annie E. Casey Foundation. (2010). A Kids Count Special Report on the Importance of Reading by 3rd Grade. Baltimore, MD. Retrieved from
https://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/ on April 30, 2019.
[12] The Annie E. Casey Foundation. (2013). Early Warning Confirmed: A Research Update on Third-Grade Reading. Baltimore, MD. Retrieved from
https://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-the-tird-grade-matters on April 30, 2019.
[13] J. Umali (2012). Factors Affecting the Reading Comprehension of Selected Accs Students of the University of Makati School Year 2012-2013. Retrieved from
https://studylib.net/doc/ 6918216/factors-affecting-the-reading-comprehension-of on April 29, 2019.
AUTHORS
First Author – Trixie E. Cubillas, Faculty of Caraga State University, Butuan City, Philippines (cubillastrixie@gmail.com)
Second Author – Razeliza P. Ventura, Master Teacher I of Butuan Central Elementary School, Butuan City, Philippines
(razelizap@yahoo.com).

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International Journal of Scientific and Research Publications, Volume 9, Issue 7, July 2019 891

Effectiveness of Small Group Instruction in Improving

* Caraga State University, Ampayon Campus, Butuan City, Philippines

Pupils’ Performance in Graded

Small Group Instruction

Figure 1: Schematic Diagram of the Study

Objectives of the Study

Data Gathering Procedure

If Raw Score is < 14: If Raw Score is = or > 14:

Administration of the Phil-IRI

Administration of the Phil-IRI Listening Pre-Test

Provision of Reading Intervention-Small Group Instruction

2nd & 3rd STAGE 4

Administration of the Phil-IRI Posttest (English)

Figure 2. Stages of the Revised Phil-IRI Administration

1.2 Graded Passages Before and After Small Group Instruction

Grade 3 2 16.7 10 83.3

Grade 5 2 16.7 2 16.7 8 66.7

Grade4 3 60.00 2 40.00

Pretest Posttest Pretest Posttest Pretest Posttest

Grade 5 9 100 1 11.1 5 55.56

Pretest 10.91 1.375 3.546** 0.005

Posttest 13.09 2.119

Mean SD t-value p-value

Mean SD t-value p-value

Problem 4: The Reading Intervention Program

LOCALIZED READING INTERVENTION PROGRAM

PROGRAMME MATRIX for Grade 4 Reading Level

PROGRAMME MATRIX for Grade 5 Reading Level

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